Development and Implementation of a Synchronous Online TBL Using Microsoft Forms
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INNOVATION
Development and Implementation of a Synchronous Online TBL Using Microsoft Forms Courtney E. Cross 1
&
Christina Robinson 1,2 & Emily Todd 1
Accepted: 19 October 2020 # International Association of Medical Science Educators 2020
Abstract After transitioning to a virtual flipped classroom due to COVID-19, pre-clinical content application session facilitators noted decreased engagement in large group sessions. Thus, we developed a synchronous virtual team-based learning session using Microsoft Forms. Students identified increased engagement, deeper learning, and ease of technology use as benefits to online team-based learning. Keywords Team-based learning . Flipped classroom . Virtual classroom . Student engagement . Educational technology
Virtual learning presents challenges to many aspects of medical education. However, COVID-19 necessitated our school transition to a virtual learning environment in March 2020. Our pre-clinical curriculum is flipped classroom, which we continued using Zoom. Facilitators noted decreased engagement within the online platform, so our team developed a method to simulate team-based learning (TBL) within the virtual learning environment utilizing breakout rooms. Using the TBL collaborative (TBL-C) white paper outlining best practices for online TBL, we identified the following areas of focus: promoting learning, timely feedback, and maintaining the TBL structure of orientation, readiness assurance, and application exercises [1]. Pre-classroom Development In order to mimic the IF-AT cards and the 4S application exercises of TBL, we used Microsoft Forms to develop the iRAT, tRAT, and application questions, and Excel for automatic reporting. The iRAT was a multiple-choice quiz, without the correct answers reported to the student. The tRAT was developed using point allocation and branching. Each question was inputted to Forms 3 times,
* Courtney E. Cross [email protected] 1
Department of Medical Education, TCU & UNTHSC School of Medicine, Fort Worth, TX, USA
2
Department of Pediatrics, University of Texas Health Science Center, Fort Worth, TX, USA
and given 4, 2, or 1 points. A correct answer triggered an automated response congratulating the group for a correct answer and assigning the appropriate number of points. An incorrect answer allowed students to try again. After three attempts, the group was given the correct answer and advanced to the next question. The point allocation served as a motivator to students and allowed facilitators to track attempts required to answer the question correctly by each group. An Excel spreadsheet was used to generate a matrix flagging challenging questions and graphing the average points per question to facilitate discussion in the full group (Fig. 1). Likewise, 4S application exercises were built in Forms using the basic quiz format, without the correct answer reported to the students. An Excel workbook was built to convert the answer data into pie charts imbedded in PowerPoint (Fig. 1). The links for all activities were posted
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